• Clin Med · Feb 2009

    The development of core learning outcomes relevant to clinical practice: identifying priority areas for genetics education for non-genetics specialist registrars.

    • Sarah Burke, Melissa Martyn, Hywel Thomas, and Peter Farndon.
    • Centre for Research in Medical and Dental Education, University of Birmingham. S.E.Burke@bham.ac.uk
    • Clin Med. 2009 Feb 1; 9 (1): 495249-52.

    AbstractAdvances in medical genetics are increasingly impacting on clinical practice outside specialist genetic services. It is widely acknowledged that physicians will need to use genetics knowledge and skills in order to incorporate these advances into patient care. In order to determine priority areas for genetics education for non-genetics specialist registrars, an educational needs assessment was undertaken. Consultants from cardiology, dermatology, neurology and genetics identified genetics knowledge, skills and attitudes required by non-genetics specialty trainees. From these, and informed by trainees' views of genetic education, six genetics learning outcomes that non-genetics medical specialty trainees should attain by the end of their training have been identified, each linked to core knowledge, skills and attitudes. These core concepts can be taught with reference to specialty-specific conditions to highlight their relevance to clinical practice. The results of this study are informing the genetic component of postgraduate medical training curricula.

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